scholarly journals Building an Informing Business School: A Case Study of USF’s Muma College of Business

10.28945/3428 ◽  
2016 ◽  
Vol 19 ◽  
pp. 001-073
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

scholarly journals Building an Informing Business School: A Case Study of USF's Muma College of Business

10.28945/3427 ◽  
2016 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

[This paper is published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 19.] As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

Knowledge acquisition via internet-enabled platforms

2019 ◽  
Vol 36 (1) ◽  
pp. 74-107 ◽  
Author(s):  
Charmaine Glavas ◽  
Shane Mathews ◽  
Rebekah Russell-Bennett
Keyword(s):  
Knowledge Acquisition ◽  
International Business ◽  
Evidence Base ◽  
Business Environment ◽  
Case Study Methodology ◽  
Content Type ◽  
Multiple Case ◽  
Study Methodology ◽  
Flow Of Information

Purpose Technology has profoundly transformed the international business environment, particularly regarding the flow of information and the way in which knowledge is acquired and shared. Yet, the extent of this transformation is still underappreciated. The purpose of this paper is to examine how small and medium-sized enterprise (SME) owner/founders acquire and utilize knowledge for internationalization via internet-enabled platforms. Design/methodology/approach The empirical analysis draws on multiple case study methodology to examine 13 Australian SME owner/founders and the knowledge they acquire from utilization of internet-enabled platforms. Findings The analysis reveals four differing types of internet-enabled experiences: “technical internet-enabled experiences,” “operational internet-enabled experiences,” “functional internet-enabled experiences,” and “immersive internet-enabled experiences.” The findings indicate that internet-enabled experiences can generate both explicit and tacit forms of knowledge for the pre, early and later phases of internationalization. Practical implications The findings provide a structured approach by allowing SMEs to “plot” themselves against the classification of internet-enabled experiences to denote their level of technological involvement, and for discerning the types of knowledge that can be acquired. The findings are particularly helpful for owner/founders, highlighting that internet-enabled platforms are affecting the ways in which knowledge can be acquired and applied to international businesses processes. Originality/value The findings extend the conventional notion of knowledge acquisition for international business by highlighting how information and knowledge can be acquired via internet-enabled platforms. The findings lay the necessary groundwork for building an evidence base and theoretically extending the concept of knowledge acquisition via internet-enabled platforms.

Using Action Research to Transform a Traditional Reading Practicum

2022 ◽  
pp. 47-78
Author(s):  
Michelle J. Kelley ◽  
Taylar Wenzel ◽  
Karri Williams ◽  
Marni Kay
Keyword(s):  
Action Research ◽  
Student Work ◽  
Case Study Methodology ◽  
Course Content ◽  
Central Florida ◽  
Faculty Input ◽  
Study Methodology ◽  
The University ◽  
Student Reflections

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

scholarly journals Key ingredients for a collaborative urban regeneration strategy in the Global South

2020 ◽  
Vol 20 (2) ◽  
pp. 150-164
Author(s):  
Luke Boyle ◽  
Kathy Michell
Keyword(s):  
Urban Regeneration ◽  
Global South ◽  
Regeneration Strategy ◽  
Case Study Methodology ◽  
Non Profit ◽  
Key Stakeholders ◽  
Engagement Process ◽  
Study Methodology ◽  
Urban Issues

The paper documents the development of a collaborative regeneration strategy for a marginalised community in Cape Town that was led by a Non-Profit Company (NPC). NPC’s vision for the strategy was to incorporate key inputs from the community to unlock the economic potential of the area and promote upliftment. A case study methodology was adopted which included a series of interviews and community engagement workshops. The research aimed to identify the key ingredients required to drive collaborative urban regeneration in marginalised communities in the global south. The study established that in the absence of effective leadership and service delivery from local authorities the community feel disenfranchised as their community is not seen as an immediate priority. There was a deep-rooted mistrust in the process being driven by the NPC and the visioning process was met with resistance and suspicion. The engagement process lacked depth/scope and reflected a top-down approach. It is concluded that fundamental ingredients for effective collaborative urban regeneration is trust between the key stakeholders, a diverse assortment of expertise and skills, and an in-depth engagement process. Without these factors urban regeneration is likely to only entrench the complex urban issues it seeks to reconcile.

scholarly journals How Doba Business School Adopted its Business Model due to Coronavirus Pandemic?

2021 ◽  
pp. 486-493
Author(s):  
Marina Letonja ◽  
Živa Veingerl Čič ◽  
Anita Maček ◽  
Marko Divjak
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Business Model ◽  
Business School ◽  
Business Models ◽  
Higher Education Institutions ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Working Mechanisms

The coronavirus pandemic (pandemic) is posing difficult and unpredictable challenges for Higher Education Institutions (HEIs). They have to adapt their business models (BMs), traditional working mechanisms and the way they transfer their knowledge to their students. The aim of this paper is to show how HEI of applied sciences overcame these challenges, and how they adapted its BM. The case study methodology was used. Based on the case of DOBA Business School Maribor, Slovenia, authors present how it reacted to the changed business and education circumstances. Discussion and concluding remarks stress out the lessons Doba Business School has learned from the pandemic so far and how these insights can help other HEIs to change their BMs in order to cope better in these challenging times.

Uses and Implementation of Social Media at University

2013 ◽  
pp. 204-222
Author(s):  
María-Jesús Díaz-González ◽  
Natalia Quintas Froufe ◽  
Almudena González del Valle Brena ◽  
Francesc Pumarola
Keyword(s):  
Social Media ◽  
Information Technologies ◽  
University Teaching ◽  
Case Study Methodology ◽  
Social Media Networks ◽  
Communication Processes ◽  
Study Methodology ◽  
The University ◽  
Relationship Of

There have been many contributions to scientific literature which have helped develop a theoretical framework in the field of education and Information Technologies. The contributions have come from the educational sciences and from the communication processes and collaboration perspectives. The purpose of this chapter is to make a contribution within the specific scope of university teaching and social media. In order to achieve this objective, a case study methodology was chosen to analyze the use and implementations of social media networks in Spanish Schools of Communication. The parameters used were chosen out of the same social media nature (potential use). The success of social media presence at Schools of Communications must follow an initial plan and a further control and supervision of the plan. The relationship of social media with the university community depends greatly upon the specific community manager’s profile and commitment.

scholarly journals Fostering Commercialization of Innovation and Student Entrepreneurship in Innovation Ecosystems: the Case of the Business Center of North Savo in Finland

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Jarkko Pellikka ◽  
Joonas Ruuskanen1 ◽  
Paola Rosales Suazo de Kontro
Keyword(s):  
Small Firms ◽  
Business Environment ◽  
Case Study Methodology ◽  
Student Entrepreneurship ◽  
The North ◽  
Quality Of Delivery ◽  
Study Methodology ◽  
Innovation Support

The capability to plan and execute commercialization processes of innovation is crucial for entrepreneurs, SMEs and large companies in a dynamic business environment. Enterprising students particularly need Innovation Support Services (ISS) that focus on their needs, type of service and quality of delivery. Using the case study methodology, this research presents the initiative of the Business Center of the North Savo Program in Finland. Results indicate that entrepreneurs and small firms typically conduct similar steps and, therefore, it is essential to create a comprehensive blueprint of innovation services based on the needs and tailored to the respective phase of commercialization processes.

scholarly journals Insights Into Consumer Resource Integration And Value Co-Creation Process

2016 ◽  
Vol 32 (3) ◽  
pp. 717-728 ◽  
Author(s):  
Shilpa Iyanna
Keyword(s):  
Undergraduate Students ◽  
Business School ◽  
Resource Integration ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Methodological Tool ◽  
Study Methodology ◽  
Activity Dependent ◽  
Consumer Resource

The contemporary view in marketing literature is that value is a subjective process created and defined by consumers during use. This perspective of value is emphasised by high-quality interactions between the company and the customer, enabling the co-creation of unique value. However, very little appears to be known about how consumers combine resources. The aim of this research is to provide an in depth understanding of how customers integrate their own and other resources in the context of value co-creation. The case study methodology, with in-depth semi-structured interviews as the methodological tool was employed in this paper. 33 interviews were conducted with first, second and third-year, business school undergraduate students. The paper provides evidence of resource integration and value co-creation being context or activity-dependent. In addition, the findings illustrate the pre-requisites and consequences of resource integration in the context of value co-creation. 

scholarly journals Ethical Perception of University Students about Academic Dishonesty in Pakistan: Identification of Student's Dishonest Acts

2014 ◽  
Author(s):  
Rana Rehman ◽  
Ajmal Waheed
Keyword(s):  
University Students ◽  
Doctoral Students ◽  
Academic Dishonesty ◽  
Pattern Analysis ◽  
Research Work ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
The University

The current research work aims to explore major activities performed by the university students during academic misconducts and their perception regarding such activities. The study further explores the ethical limits drawn by the students about academic dishonesty. Case study methodology is utilized in this research. Sixty-one post graduate and doctoral students were interviewed. Pattern analysis is conducted to analyze the information received through structured interviews of the participants. Study founds the key activities through which students are involved in such misconducts and make a comprehensive agreement on academic dishonesty that has become the normal part of life in education system of Pakistan. Furthermore, students opined that these activities are ethically wrong habits and may be avoided.

scholarly journals Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University

2016 ◽  
Vol 6 (4) ◽  
pp. 956-966
Author(s):  
Hiroyoshi Hiratsuka
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Japanese Language ◽  
Case Study Methodology ◽  
Face To Face ◽  
Study Methodology ◽  
University Services ◽  
The University ◽  
Participatory Observation

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.

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